Four experiments were designed to assess the presence and impact of stereotypical knowledge through an implicit measure of reading comprehension. In Experiments 1 and 3, participants read passages about protagonists in scenarios in which stereotypical knowledge was likely to become activated in memory. Following the descriptions, reading times for…

Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates…

Three indicators of undergraduate students' (n = 197) source evaluation were investigated as students completed an academic task requiring the use of multiple texts. The source evaluation metrics examined were students' (1) accessing of document information, (2) trustworthiness ratings, and (3) citation in written responses. All three indicators…